Educational Philosophy and Rationale - Essay Example

Education Philosophy and Rationale Educational Philosophy and Rationale Every educator is armed with teaching techniques to be able to achieve the goals of education which is an improvement of the behavior and knowledge of the students. There are different educational methods and techniques that can be used to be able to achieve learning. The objective of the paper is to discuss one of these techniques based on personal perspective as an educator. To be able to achieve the said objective, an analysis of the educational technique through education philosophy will be undertaken. Multiple Intelligences as a Personal Education Philosophy On a personal perspective, the theory of Multiple Intelligences (MI) by Howard Gardner is the main basis of teaching philosophy. This is one the basis of the recognition of the capabilities of the students in terms of achieving the basic objectives of the teaching and learning process. The theory of Multiple Intelligences can be considered essential as a guide in enabling the educator to recognize the needs of the students in terms of learning. Metaphysics of MI Multiple Intelligences is one of the educational theories which serve as guiding principles in education. The basic knowledge which became the foundation of the theory originated from the two streams of the research conducted by Howard Gardner in 1970, the Project Zero. He also wrote the “Frame of Mind” in 1983 based on the said research. Gardner’s view is based on biological perspective mainly the collection of cognitive competences which originally was seven and became nine distinct concepts. His theory mainly explored the manner by which human intelligence works in terms of analyzing and the context by which such frames of mind were exhibited (Dixon & McPhee, n.d.). Epistemology of MI The theory of MI, according Gardner, was based on the consideration of the educational philosophers’ views before him. Included in the said views include factorial theories of intelligence such as Thrustone and Guildford. Piaget’s view and modern information processing views were also included in the main bases (Dixon & McPhee, n.d.). There are two foundations of the theory. One is the neurobiological work in brain organization, work with brain damaged patients, gifted children and other form or conditions which can cause variation in terms of intelligence on the basis of Gardner’s definition. The second foundation of the theory of MI is the relationship of between the forms of intelligences to the human cultural contexts considered to trigger or to exhibit them (Dixon & McPhee, n.d.). There are different forms of intelligences included in Gardner’s theory namely spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalistic forms (Slavin, 2008). Linguistic Intelligence. One of the main forms of intelligence is related to the verbal aspect of development or the linguistic intelligence. Included in the said form are the spoken or written words and other faculties of language. The main contexts of linguistic intelligence are reading, writing, telling stories, vocabulary and memorization of words and dates. Strengths include reading, taking notes, listening to lectures, discussion and debate, and learning new languages (Slavin, 2008). It is one of the basic forms of intelligence based on Gardner which according to him can be observed in the “work and vision of a poet” (Dixon & McPhee, n.d.). Musical Intelligence. The musical intelligence is also referred to as rhythmic intelligence because it is related to pith rhythm and timbre. Based on data gathered by Gardner, the musical ability is distinct from other forms of intelligence, thus, students can be motivated through music-related activities. Also included in the strengths of musical intelligent learners are drama and role playing (Dixon & McPhee, n.d.). Spatial intelligence. One of the forms of intelligence is spatial intelligence which arms a person to comprehend the world in terms of dimensions or shapes (Dixon & McPhee, n.d.). It is mainly related to the capability of the mind’s eye to analyze spatial perspectives. Included in the people with strength in spatial intelligence are artists, designers and architects. One of the practical observations of people with high spatial capabilities is being good in solving puzzles (Slavin, 2008). Gardner based the description of the developmental aspects of spatial intelligence through Piaget’s view. He also highlighted that spatial form of knowledge is not limited to visual information. Tactile data are also essential specifically in the case of blind people. The main contexts of application for the said form of intelligence areas are drawing, sculpture, graphic design, and other related activities (Dixon & McPhee, n.d.). Logical-Mathematical Intelligence. Based on Piaget’s research, Gardner also gave importance to the learners’ capability to “process mentally logical problems” and strategies for problem solving and analysis. Gardner focused on the importance of cultural context within which a person developed or originated, thus it is one of the forms of intelligence which varies based on location or norms of the population. In addition it is also one of the forms that can be developed (Dixon & McPhee, n.d.). Included in the skills related to logical-mathematical intelligence are concepts related to logic, abstractions, reasoning, and numbers (Slavin, 2008). Bodily-kinesthetic Intelligence. It is a form of intelligence explores the relationship between the mental and physical capabilities. Included in the people with strength in bodily-kinesthetic intelligence are dancers and athletes (Dixon & McPhee, n.d.) Other forms of intelligences include interpersonal or social, intrapersonal or introspective forms. Interpersonal intelligence is related to the capability to understand the internal concepts of other people such as intentions, motivations, and desires. Examples of the people with such strengths are the educators, people in sales and leaders of society. Intrapersonal intelligence on the other hand deals with the understanding of oneself specifically the feelings, fears and motivations. People with the said strength are inclined to learn on their own and be independent (Dixon & McPhee, n.d.) Axiology of MI The theory of MI is important in terms of the different roles and advantages it can contribute to the teaching and learning process. One of the main benefits of MI is the recognition of the importance of each students learning capacity. This can be attributed to the fact that every student can reach high educational capacity if properly motivated on the basis of individual strengths. Prior to the theory of MI, educational philosophies which are limited to one perspective are faced with limitations regarding the capacity to explain. Examples are the philosophies in education in the past eras which are mainly aimed to develop single form of intelligence rather then recognition of other aspects (Suarez-Orozco & Sattin-Bajaj, 2010). Logic of MI The main logic in the theory of MI is related to the holistic approach on educating the students. In a classroom or practical setting, the varying needs of the learners are very obvious. On a personal view, MI is important to be able to achieve learning of a particular lesson through different avenues wherein a student can be motivated. It is the process of utilization of different teaching styles roles into one and applied on the context of each student’s needs. Comparison to Other Education Philosophies Multiple Intelligences theory by Gardner is focused on the importance of giving attention to the different strengths of students within any classroom to be able to successfully achieve the objectives of learning process. Compared to other educational philosophies which are focused on a single form of intelligence MI prevents the alienation of students which can hinder their growth and development in the fields where they have the highest possibility and probability of success. This can be viewed in the early educational philosophies and policies which are more focused on the excellence in terms of intellect and logic. As a result, students with strengths in other aspects such music, arts, physical activities and interpersonal/emotional facets are alienated. Gauging students on the basis of only a single aspect of their capabilities can be considered as a form of prejudice and alienation (Almeida et al., 2010, p. 225; Armstrong & ASCD; 2009). Implementation in the Classroom In the classroom, the educator is the one responsible for creating lessons that can optimize the capability of the students. To be able to give attention to the strengths and weaknesses of each student in the learning process, the lessons should be able to tap different forms of intelligences. Activities and exercise in the classroom need to optimize the capability of the students. It is the educator’s role to know the strengths of each student, thus, proper activities can be assigned. Every lesson should also be presented and tackled through different forms. Examples of activities are reading, reporting, creating skits and games related to the lesson, etc. Discussions mainly target the students with verbal strengths thus adding visual aids can catch the interest of visual students (Armstrong & ASCD; 2009). Mission Statement as an Educator As an educator, my mission is to provide a learning experience that can develop the learners as a holistic individual, thus, the application of the teaching principles incorporated in MI define my personal perspective on education. By focusing and catering on the needs of the students in terms of their individual optimum learning contexts, learning can inevitable by achieved. References Almeida, L.S., Prieto, M.D., Ferreira, A.I., Bermejo, M.R. and Ferrando, M. (2010). Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 20 (3), 225-230. Armstrong, T. and Association for Supervision and Curriculum (ASCD) (2009). Multiple Intelligences in the classroom. ASCD. Dixon, J. and McPhee, A.D. (n.d.). Howard Gardner and Education: The Theory of Multiple Intelligences. In M. Peters, P. Ghiraldelli, B. ZArnic and A. Gibbons Encycopaedia of Philosophy of Education. Retrieved from http://www.ffst.hr/ENCYCLOPAEDIA/doku.php?id=howard_gardner_and_education Slavin, R. (2008). Educational psychology: Theory and practice. 9th ed. Prentice Hall. Suarez-Orozco, M. and Sattin-Bajaj, C. (2010). Educating the whole child for the whole world: The Ross School Model and education for the Global Era. NYU Press. Read More